Emergency Distance Education Experiences of EFL Instructors and Students during the COVID-19 Pandemic

Autor/inn/en	Kamisli, Merih Ugurel; Akinlar, Aylin
Titel	Emergency Distance Education Experiences of EFL Instructors and Students during the COVID-19 Pandemic
Quelle	In: Adult Learning, 34 (2023) 4, S.230-243 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kamisli, Merih Ugurel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-1595
DOI	10.1177/10451595221094075
Schlagwörter	English (Second Language); Second Language Instruction; Language Teachers; COVID-19; Pandemics; Distance Education; Barriers; Motivation; Internet; Interaction; Access to Computers; Technology Uses in Education; Pedagogical Content Knowledge; Online Courses; Foreign Countries; College Students; College Faculty; Turkey + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Distance study; Distance learning; Fernunterricht; psychologische; Motivation (psychologisch); Interaktion; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Pädagogische Kompetenz; Online course; Online-Kurs; Ausland; Collegestudent; Fakultät; Türkei
Abstract	This qualitative phenomenological study was designed to gain an in-depth understanding of the lived experiences of English as a Foreign Language (EFL) instructors and learners with emergency distance education in response to the COVID-19 pandemic using the lens of the Technological Pedagogical Content Knowledge (TPACK) model. Data was collected through a survey including open-ended questions and a series of in-depth interviews with participants from a large state university. The content analysis method was used for the data analysis. Our research showed that instructors experienced challenges of emergency distance education, emotional stress due to the uncertainties and unplanned nature of the abrupt shift. The findings also identified issues that affect instructors' and students' motivation such as unstable internet connection, lack of student--teacher and peer interaction, as well as insufficient resources and access due to the digital divide. Implications for improving the teacher training programs and teachers' application of the TPACK framework are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01